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Assignment cover sheet

Note: (1) The attention of students is drawn to:


the Academic Regulations,
the Academic Honesty Policy and
the Assessment Policy, all of which are accessible via http://www.acu.edu.au/policy/136703
(2) A de-identified copy of your assignment may be retained for University quality (audit) processes,
benchmarking or moderation.

Student ID Student Surname/s: Given names:


Number/s:

S00152856 Desmond Tess

Course: Bachelor Ed (Early School: Australian Catholic University


Childhood/Primary)

Unit code: EDFD227 Unit title: Partnerships for learning

Due date: 09/09/13 Date submitted: 09/09/13

Lecturer-in-Charge: Linda Tutorial Group/Tutor: Valerie Margrain


Henderson

Assignment Title and/or number: Assignment 1: . Five detailed observations on partnerships for learning

DECLARATION OF ORIGINALITY
By submitting this assignment for assessment, I acknowledge and agree that:
1. this assignment is submitted in accordance with the Universitys Academic Regulations, Assessment Policy and
the Academic Honesty Policy. I also understand the serious nature of academic dishonesty (such as plagiarism)
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group work as defined in the unit outline.
4. this assignment has not been recycled, using work substantially the same as work I have completed previously
and which has been counted towards satisfactory completion of another unit of study credited towards another
qualification, unless the Lecturer in Charge has granted prior written consent to do so.
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Signature of student(s): ___________________________________________ Date:___/___/___


Observation One
Focus key concepts Observation
Professionalism Professionalism
Communication
Discourse On arrival to the centre, I was greeted in a friendly and welcoming manner, which made me feel comfortable as a pre service teacher
Time
at the centre. The centre director began by taking me on a tour around the day care and introduced me to the staff I would be working
Forms of knowledge
Silencing with. She also told me a bit about each room in the centre and what age groups belong in each.
Subjectivity
The staff displayed professionalism in a number of ways. The three staff members were discussing the ratio in terms of a staff

member to a child ratio. They noticed that there were too many children in the room, and not enough staff. They then explained to

the child that they had to be moved to another room for the day.
Analytical Notes

The centre director made me her priority, even though she had a lot of things to do. This made me feel respected within the centre.

The staff took the rules and regulations seriously, and knew that they must be followed. They were working as professionals. They let the child know that they had to

be moved by explaining what was going on to that child rather than just moving them.
BIBLIOGRAPHY

Professionalism

Lazzari, A. (2012). Insights from a Study Carried out in Bologna. Reconceptualising Professionalism in Early Childhood Education, 32(3), 252-265.

doi:10.1080/09575146.2011.651711

MacNaughton, G., & Hughes, P. (2011). Parents and professionals in early childhood settings. Maidenhead, Berkshire: Open University Press.

O Oberhuemera, P. (2005). Conceptualising the early childhood pedagogue: Policy approaches and issues of professionalism. European Early Childhood Education

Research Journal, 13(1), 5-16. doi:10.1080/13502930585209521

Osgood, J. (2006). Deconstructing Professionalism in Early Childhood Education: resisting the regulatory gaze. Contemporary Issues in Early Childhood, 7(1), 5-12.

doi:10.2304/ciec.2006.7.1.5

Rodd, J. (2013). Leadership in early childhood: the pathway to professionalism (4th ed.). Crows Nest, New South Wales: Allen & Unwin.

Discourse
Devries , E., Thomas, L., & Warren, E. (n.d.). Play-based learning and intentional teaching in early childhood contexts. Australasian Journal of Early Childhood, 36(4),

69-70. Retrieved from http://go.galegroup.com.ezproxy2.acu.edu.au/ps/i.do?action=interpret&id=GALE

%7CA278276621&v=2.1&u=acuni&it=r&p=AONE&sw=w&authCount=1

Gialamas , V., & Nikolopoulou, K. (2010). Computers & Education. In-service and pre-service early childhood teachers views and intentions about ICT use in early

childhood settings: A comparative study, 55(1), 333341. Retrieved from

http://www.sciencedirect.com.ezproxy2.acu.edu.au/science/article/pii/S0360131510000333

Maryah , S., Jineseok, K., & Sunny, S. (2012). Early Care and Prekindergarten Care as Influences on School Readiness. Journal of family issues, 33(4), 478 -505.

Retrieved from http://jfi.sagepub.com.ezproxy2.acu.edu.au/content/33/4/478

Subjectivity

Hedegaard, M., Edwards, A., & Fleer, M. (2012). Motives in children's development: Cultural-historical approaches. Cambridge: Cambridge University Press.
Taguchi, H. (2005). Getting Personal: How early childhood teacher education troubles students' and teacher educators' identities regarding subjectivity and

feminism.Contemporary Issues in Early Childhood, 6(3), 244-252. Retrieved from http://www.wwwords.co.uk/pdf/validate.asp?

j=ciec&vol=6&issue=3&year=2005&article=4_Taguchi_CIEC_6_3_web

Observation Two
Focus key concepts Observation

COMMUNICATION
Respecting Towards the end of the day I witnessed a conversation between a parent and a staff member. The parent and the staff member

different forms appeared to have a good relationship with one another. The staff was quick to let the parent know how their childs day was.

of knowledge They informed the parent with information such as how much the child had eaten, how much sleep the child got and what
Power
Communicatio activities the child enjoyed. The child had not been settling down during naptime; therefore the staff members were

n experimenting with different techniques to put the child to sleep. They asked the parent how well the child slept at home and for
Networks of
any suggestions that they had that may help the staff when putting the child to sleep. The parent told the staff member that she
support
usually rubs the childs back while singing a lullaby.
Analytical Notes

The communication between the parent and the staff member was professional and helps build trust between the staff and the parents

The parents are ensured that their child is in safe and good hands

The mother appreciated the staff members concern for her child

The staff now know an effective way to put the child to sleep
BIBLIOGRAPHY

Communication

Coleman, M., & Hutchens, L. C. (1995). Parent-Teacher Communication in Early Childhood Education: A Predictive Study of Administrative and

Teacher Variables. School Community Journal, 5(2), 33-41. Retrieved from http://www.adi.org/journal/fw95/ColemanHutchensFall1995.pdf

Freemana, N. K., & Knopfa, H. T. (2007). Learning to Speak with a Professional Voice: Initiating Preservice Teachers into Being a Resource for

Parents. Journal of Early Childhood Teacher Education, 28(2), 141-152. doi:10.1080/10901020701366715


Lambert, J. M., Bloom, S. E., & Irvin, J. (2012). Trial-Based Functional Analysis and Functional Communication Training in an Early Childhood

Setting. Journal of Applied Behavior Analysis, 45(3), 579-584. Retrieved from http://search.proquest.com.ezproxy2.acu.edu.au/docview/1312419062?

accountid=8194

MacNaughton, G., & Hughes, P. (2011). Ways to communicate.. but don't ruffle their feathers. In Parents and professionals in early childhood

settings (pp. 91-102). Maidenhead, Berkshire: Open University Press.

Respecting different forms of knowledge

Kyunghee, S. (2013). Knowledge construction among teachers within a community based on inquiry as stance. Teaching and Teacher

Education, 29(1), 188196. Retrieved from http://www.sciencedirect.com.ezproxy2.acu.edu.au/science/article/pii/S0742051X12001515

Power

Dahlberg G., Moss P., & Pence A. (1999). Minority Directions in the Majority World: Threats and Possibilities. In Beyond Quality in Early Childhood

Education .and Care: Postmodern Perspectives (pp. 159-186). Falmer Press.


Lolzou, E. (2011). The diverse facets of power in early childhood mentorstudent teacher relationships. European Journal of Teacher Education, 34(4),

373-386. doi:10.1080/02619768.2011.587112

Smidt, S., & Smidt, S. (2010). Key issues in early years education: A guide for students and practitioners. Milton Park, Abingdon: Routledge.

Networks of support

Fleer, M. (2006). Early childhood learning communities: Sociocultural research in practice. Frenchs Forest, N.S.W: Pearson Education Australia.

Gibson-Davis, C. M., & Gassman-Pines, A. (2010). Early Childhood Family Structure and MotherChild Interactions: Variation by Race and

Ethnicity. Developmental Psychology, 46(1), 151164. doi:10.1037/a0017410


Observation Three
Focus key concepts Observation
Professionalism This week I focused on participation. As I felt more comfortable within the centre I was able to participate with the
Networking
Participation educators rather than just observing them. During naptime I sat in between two of the children and rubbed their backs to
Collaboration
help them fall asleep. One of them struggled to fall asleep so I decided to lie down next to her just as I had seen the staff

members do. The child enjoyed this and fell asleep straight away.

When the children awoke we decided to have story time. The staff member asked if I wanted to read a story to them. I was

nervous and excited about this. The children were engaged throughout the whole story and even asked me questions while
I was reading the book.
Analytical Notes

I was able to put my observations into practice; mirroring the educators actions from what I had seen previous weeks

I felt as though I had responsibility and that my efforts were appreciated

The educators made me feel included and I felt that I made a significant impact to the children throughout the day

BIBLIOGRAPHY

Professionalism

Lewis, G. F., Schiller, W., & Duffie, J. (1992). Calling the tune or dancing to it: Early childhood teacher education in Australia. Early Child

Development and Care,78(1), 56-76. doi:10.1080/0300443920780105

Piper, A. W. (2007). What We Know about Integrating Early Childhood Education and Early Childhood Special Education Teacher Preparation

Programs: A Review, a Reminder and a Request. Journal of Early Childhood Teacher Education, 28(2), 163-180.

doi:10.1080/10901020701366749
Networking

Clarkin-Phillips, J., & Carr, M. (2012). An affordance network for engagement: increasing parent and family agency in an early childhood
education setting.European Early Childhood Education Research Journal, 20(2), 177-187. doi:10.1080/1350293X.2012.681130

Participation

Billman, J., & Sherman, J. A. (1996). Observation and participation in early childhood settings: A practicum guide. Boston: Allyn and Bacon.

Jones, M., & Shelton, M. (2006). Developing your portfolio: Enhancing your learning and showing your stuff : a guide for the early childhood

student or professional(2nd ed.). New York: Routledge.

Langford, R. (2007). Who is a Good Early Childhood Educator? A Critical Study of Differences within a Universal Professional Identity in
Early Childhood Education Preparation Programs. Journal of Early Childhood Teacher Education, 28(4), 333-352.
doi:10.1080/10901020701686609

Collaboration

Gelfer, J. I. (1991). Teacher-Parent Partnerships: Enhancing Communications.Childhood Education, 67, 164-169.


doi:10.1080/00094056.1991.10521602

Helterbran, V. R., & Fennimore, B. S. (2004). Collaborative Early Childhood Professional Development: Building from a Base of Teacher

Investigation. Day Care & Early Education, 31(4), 267-271. doi:10.1023/B:ECEJ.0000024118.99085.ff

Hughes, P., & Macnaughton, G. (2000). Consensus, Dissensus or Community: the politics of parent involvement in early childhood

education. Contemporary Issues in Early Childhood, 1(3), 241-256. doi:10.2304/ciec.2000.1.3.2

Surbeck, E. (1998). Challenges of Preparing to Work in Collaborative Early Childhood Settings. Day Care & Early Education, 26(1), 53-55.

doi:10.1023/A:1022938910072

Observation Four
Focus key concepts Observation
Diversity Today one of the staff members returned from her holiday from Turkey, as she had been there to visit her family. While she
Advocacy
Culture was away she created a book, which included pictures and stories about her time away. During story time the teacher
Respect explained to the children what she did when she was overseas. She talked about the different foods, and how the Turkish
Othering
Inclusion culture is different from our own. The children seemed very interested in what the teacher was saying. The teacher then

asked the students if they had been on any holidays and to share their experiences. This included the children into the

discussion.

The teacher then told me about the culture day that the daycare held. This day involved all of the staff members dressing

up as a representation of their country.

As the majority of the educators in my designated room are of an Indian background the educators play Indian music

during naptime. The children love this music and are even familiar with some of the words in the songs.
Analytical Notes

Children are able to recognise that there are cultures other than their own therefore they can broaden their way of thinking

It is evident that the centre accepts all cultures and they are appreciative of each individual culture. This is evident through the large variety of
different cultures within the staff and the children.

The children will learn not to be prejudiced towards other cultures as they will grow up playing with children of all cultures and even being taught
by educators of different cultures
BIBLIOGRAPHY

Diversity

Harry, B., & Fults, R. M. (2012). Combining Family Centeredness and Diversity in Early Childhood Teacher Training Programs. s Combining
Family Centeredness and Diversity in Early Childhood Teacher Training Programs, 35(1), 27. doi:10.1177/0888406411399784

Zhang, K. C. (2011). Early childhood education and special education: how well do they mix? An examination of inclusive practices in early

childhood educational settings in Hong Kong. International Journal of Inclusive Education, 4(1), 152-178. doi:10.1080/13603110903317676

Advocacy

Kieff, J. E. (2009). Informed advocacy in early childhood care and education: Making a difference for young children and families. Upper Saddle

River, NJ: Merrill.

Nelson, F., & Mann, T. (2011). Opportunities in Public Policy to Support Infant and Early Childhood Mental Health: The Role of Psychologists

and Policymakers.American Psychologist, 66(2), 129-139. doi:10.1037/a0021314

Inclusion

AdAddiraccah,A.&ArvivElyashiv,R.(2008).Parentempowermentandteacherprofessionalism:teachersperspectives.UrbanEducation,34(2),

394416.

M McKenzie, G. (2012). Montessori Instruction: A Model for Inclusion in Early Childhood Classrooms and beyond. Montessori life, 24(1), 32-38.

Retrieved from http://web.ebscohost.com.ezproxy2.acu.edu.au/ehost/pdfviewer/pdfviewer?vid=2&sid=f9310f70-01a7-4491-a509-

b2f0521a5fb4%40sessionmgr4&hid=24

Culture
Au, K. H., & Blake, K. M. (2003). Cultural Identity and Learning to Teach in a Diverse Community: Findings from a Collective Case Study. Journal

of Teacher Education. doi:10.1177/0022487103054003002

De Gioia, K. (2013). Cultural negotiation: Moving beyond a cycle of misunderstanding in early childhood settings. Journal of early childhood

research, 11(2), 108-122. Retrieved from http://ecr.sagepub.com.ezproxy2.acu.edu.au/content/11/2/108

MacNaughton, G., & Hughes, P. (2011). We respect 'their' culture. In Parents and professionals in early childhood settings (pp. 57-67).

Maidenhead, Berkshire: Open University Press.

Preston, J. P., Cottrell, M. P., & Pearce, T. R. (2012). Aboriginal Early Childhood Education in Canada: Issues of Context. Journal of Early

Childhood Research,10(1), 3-18. Retrieved from http://dx.doi.org/10.1177/1476718X11402753

Observation Five
Focus key concepts Observation
Continuity of Today at daycare a new girl was welcomed to the room. This was a huge transition as it was a substantial change in her
learning daily routine. When the child first walked in with her mother she looked nervous, as though she did not know what to
Partnership in
expect. The centre director walked in alongside the mother and introduced the child and her mother to the staff members
learning
Transition and to the other children in the room. The children seemed excited to see a new face. The centre director asked the staff
Routines
and myself to keep an eye on her and observe how she settles in.
Identity
Another transition taking place during the day was that one of the children had recently transitioned from nappies to pull

ups. The staff still had to assist the child when going to the toilet as using pull ups instead of nappies was only new to

her.

Analytical Notes

Huge transition in the childs life as she has gone from staying at home with her mother everyday, to spending the day in a childcare centre.

I felt included when the centre director asked me to keep an eye on the girl

The child who transitioned to pull ups was becoming more independent and required less and less assistance each week as it was becoming a

part of her daily routine.


BIBLIOGRAPHY

Continuity of learning
Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications

for social development. Developmental Psychology, 36(2), 220-232. doi:10.1037//0012-1649.36.2.220

Wood, E., & Bennett, N. (2000). Progression and Continuity in Early Childhood Education: Tensions and contradictions. International Journal of

Early Years Education, 7(1), 5-16. doi:10.1080/0966976990070101

Partnership in learning

Beining, K. H. (2011). Family Connections: Family-Teacher Partnerships: An Early Childhood Contract for Success. Childhood

education, 87(5), 361. doi:10.1080/00094056.2011.10523214

Nutbrown, C. (2006). Thinking about young children's thinking. In Threads of thinking: Young children learning and the role of early

education (3rd ed., pp. 3-14). London: Sage Publications.

Transition

Ahnert, L., Gunnar, M. R., Lamb, M. E., & Barthel, M. (2004). Transition to Child Care: Associations With Infant-Mother Attachment,
Infant Negative Emotion, and Cortisol Elevations. Child Development, 75(3), 639-650. doi:10.1111/j.1467-8624.2004.00698.x

American Academy of Pediatrics (1999). Toilet Training Guidelines: Day Care Providers--The Role of the Day Care Provider in Toilet

Training. Pediatrics,103(6), 1367. Retrieved from http://go.galegroup.com.ezproxy2.acu.edu.au/ps/i.do?id=GALE

%7CA54912602&v=2.1&u=acuni&it=r&p=AONE&sw=w

Fewster, C. (2010). Designing Routines and Transitions with Children in Early Childhood Settings. Educating Young Children, 16(2), 42-44.

Retrieved from http://search.informit.com.au.ezproxy2.acu.edu.au/fullText;dn=385088598607240;res=IELHSS

Jessor, R., Colby, A., & Shweder, R. A. (1996). Transitions in early childhood: The promise of Comparative, Longitudinal Ethnography.

In Ethnography and human development: Context and meaning in social inquiry (pp. 422-434). Chicago: University of Chicago

Press.

Routines

Fewster, C. (2010). Designing Routines and Transitions with Children in Early Childhood Settings. Educating Young Children, 16(2), 42-44.

Retrieved from http://search.informit.com.au.ezproxy2.acu.edu.au/fullText;dn=385088598607240;res=IELHSS

Jenni Jennings, D., Hanline, M. F., & Woods, J. (2012). Using Routines-Based Interventions in Early Childhood Special Education. Dimensions

of early childhood, 40(2), 13-23. Retrieved from http://web.ebscohost.com.ezproxy2.acu.edu.au/ehost/pdfviewer/pdfviewer?

vid=2&sid=3941bdc6-13cc-400d-b3ce-ecfae7d94604%40sessionmgr12&hid=24
EDFD227: Rubric for Assessment Task 1: Five Detailed Observations and Bibliography
Tutors Name and Tutorial Group:

Aspects of High Distinction Distinction Credit Pass Unsatisfactory


Assessment

Five detailed Five detailed Five detailed Five detailed Five detailed Five
observations. Each observations and observations and observations and observations and observations,
observation is each is each is each is each is which lack detail
relevant to the approximately approximately 200 approximately 200 approximately and do not meet
weeks topic/key 200 words. words. words. 200 words. word limit.
concepts
Each response is Each response is Each response is Each response is Each response
highly focused on very focused on the focused on the focused on the lacks focus and
10 marks the topic for the topic for the week. topic for the week. topic for the week. does not
week. It It demonstrates It demonstrates It demonstrates demonstrate
demonstrates sophisticated strong appropriate appropriate
highly observational skills. observational observational observational
sophisticated skills. skills. skills.
observational
skills.

Generation of Each response Each response has Each response Each response Each response
bibliography has identified at identified at least 8 has identified at has identified at has identified
least 10 relevant relevant peer- least 6 relevant least 4 relevant only 2 relevant
peer-review review references. peer-review peer-review peer-review
10 marks references. references. references. references.

Grammar, spelling & APA referencing is APA referencing is APA referencing is APA referencing APA referencing
Referencing used correctly at used correct at all used mostly is used correctly is used
all time in the times in the correctly in the with only a few incorrectly in the
bibliography. bibliography. bibliography. errors in the bibliography
5 marks bibliography

Language is Language is Language is Language is not


highly sophisticated, concise and Language is clear clear and not
sophisticated, concise and very focused on the and on the focused on the
concise and focused on the topic/key topic/key topic/key
highly focused on topic/key concept/s. concept/s. concept/s.
the topic/key concept/s.
concept/s.